Unlocking the Mind: A Deep Dive into Teaching Critical Thinking in ELT

A Summary of #ELTchat from July 13, 2011

On July 13, 2011, the #ELTchat community gathered for a fast-paced, insightful discussion on one of the most vital skills in education: How to promote critical thinking (CT). Moderated by @Marisa_C and @ShellTerrell, the conversation brought together educators from around the globe to share strategies, challenges, and definitions of this crucial higher-order ability.

Whether you teach young learners or adults, this summary captures the essence of a rich discussion on moving students beyond simple comprehension and into the realms of analysis, evaluation, and creation.

What Exactly Is Critical Thinking?

Before diving into how to teach it, the chat first grappled with what it is. The consensus was that CT goes far beyond simple understanding and application.

• Higher-Order Thinking: @Marisa_C set the stage by calling it “a higher order thinking ability – right next to Creative thinking.” It’s a requirement for discovery learning and problem-solving.

• More Than Asking ‘What’: @akhssass made a key distinction, noting that “‘what, where and when’ questions do not sharpen critical thinking skills. But ‘why, how, do you think…’ promote CT.”

• A Toolkit of Skills: The community built a working definition. CT involves:

  • Asking the right questions (@PrettyButWise)

  • Synthesizing, analyzing, and evaluating (@akhssass)

  • Examining evidence and avoiding emotional reasoning (@Fuertesun)

  • Tolerating ambiguity (@Fuertesun)

  • Making informed judgements or decisions (@CoreyBelliveau)

• A Synonym for Good Education: @brad5patterson elegantly summarized, “Isn’t CT simply good education, be it in #efl #history #physics? So we use it too in our field.”

Nature vs. Nurture: Is CT Innate or Can It Be Taught?

A fundamental question arose: does critical thinking come naturally?

• It Can Be Sharpened: Most agreed that while some students are naturally more skilled, CT is not purely innate. @akhssass stated, “no we sharpen our critical thinking skills not natural.” @hartle echoed this, suggesting we often believe what we read far too readily, and need to be trained otherwise.

• The Challenge for Teachers: @MarianSteiner highlighted a specific ELT challenge: “developing critical thinking in L2 when there are some cultural inhibitions to do it in L1.” This can be one of the biggest hurdles, especially in cultures where questioning authority is not the norm.

Strategies and Practical Ideas for the Classroom

The heart of the chat was a wealth of practical activities and approaches to foster CT. Here are the key ideas:

1. Use the Right Questions and Frameworks

• Move from Fact-Finding: Move beyond simple retrieval of facts. @pysproblem81 advocated for an inductive approach: “don’t give them the grammar rule, etc… ask them to work it out from the evidence.”

• Bloom’s Taxonomy: Several participants referenced Bloom’s Taxonomy as a roadmap, starting from “remember” and moving up to “create.” @mcneilmahon shared the updated verbs: Know, Comprehend, Apply, Analyse, Evaluate, Create.

• Edward de Bono’s Six Thinking Hats: @Marisa_C and @akhssass recommended this framework to help students look at problems from different perspectives (e.g., emotions, facts, creativity).

2. Rethink Your Role and Materials

• Don’t Be the Sole Authority: @bethcagnol shared, “I sometimes invite students to question my approach in the classroom. It shocks a few, but gets them thinking.”

• Go Beyond the Coursebook: Many agreed that linear, test-focused coursebooks are the enemy of CT. @harrisonmike went out on a limb saying, “Coursebooks, when used in a linear fashion, and are the only resources DON’T promote critical thinking.”

• Process Over Answer: @ShellTerrell emphasized that “it’s important teachers don’t focus on the answer but more the process of searching for answers.”

3. Engaging Activities

• Real-World & “Juicy” Materials: Use stereotypes, adverts, news reports, and pop culture. @hartle gave a great example: “the difference between freedom fighters or terrorists… & what that reveals about the writer.”

• Roleplay and Debate: Put students in someone else’s shoes. @theteacherjames suggested asking them to “adopt other people’s opinions and argue for them. Great practice.”

• The Arts: Ask students to bring in a favourite painting or film and justify why they like it.

• Simple Daily Things: @harrisonmike showed how even breakfast can be a prompt: “What did you eat? Where did it come from? Why did you eat it?”

4. Practical Teaching Techniques

• Increase Wait Time: @akhssass advised, “Increase wait-time… to at least five seconds. Give them time to think.”

• Peer Feedback: Have students send their work around for constructive feedback or analyse a peer’s work over time.

• Student-Generated Questions: Encourage students to develop their own questions to deepen their understanding of a topic.

• Use Graphic Organisers: Tools like Exploratree (shared by @pysproblem81) can help students visually sort their thinking, especially when decoding photos or reworking story endings.

Challenges and Nuances: Age, Culture, and Testing

The discussion wasn’t without its realities. The community openly addressed several obstacles.

• Dealing with Resistance: Many teachers face students, especially adults, who just want the “right answer.” @Dru_Step admitted, “Get a lot of ‘Just give us the answer!!’ begging!” @Shaunwilden noted many initially think “CT = criticism.” Building a trust-filled, low-stress environment is key.

• Cultural and Political Contexts: @Marisa_C noted that ELT teachers have a harder job in countries where the school system does not promote CT. @fceblog pointed to a “culture of not questioning authority” in some contexts, which takes time to overcome.

• Age Considerations: While @Fuertesun felt it’s easier with kids (“teach them to question things”), others noted adults often have ingrained habits. However, @brad5patterson pointed out that teens and adults can handle more sophisticated topics.

• The Testing Trap: @bethcagnol asked, “Can CT and Testing live in harmony?” The consensus was that it’s difficult, as many tests reward rote learning. @naomishema lamented that when tests rely solely on thinking skills, results can be inconsistent.

Final Takeaway

This #ELTchat made one thing brilliantly clear: teaching critical thinking is not an add-on; it is an essential part of effective language teaching. It empowers students to own their learning, navigate ambiguity, and use their new language skills to question, analyse, and create.

The chat concluded that developing CT is a marathon, not a sprint. It requires patience, a willingness to let go of teacher-centered control, and a conscious effort to design activities that demand more than just a correct answer. As @theteacherjames put it, “Teaching critical thinking can make our lessons really substantial & memorable.”